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010   $a1-283-93466-3
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024 7 $a10.1007/978-3-531-19440-0
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035   $a(EBL)993977
035   $a(OCoLC)823383118
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035   $a(PQKBTitleCode)TC0000811666
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035   $a(DE-He213)978-3-531-19440-0
035   $a(MiAaPQ)EBC993977
035   $a(PPN)168307715
035   $a(EXLCZ)992670000000309366
100   $a20121204d2013      u|             0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 10$aPre-vocational Education in Germany and China$b[electronic resource] $eA Comparison of Curricula and Its Implications /$fby Jun Li
205   $a1st ed. 2013.
210  1$aWiesbaden :$cVS Verlag für Sozialwissenschaften :$cImprint: VS Verlag für Sozialwissenschaften,$d2013.
215   $a1 online resource (188 p.)
300   $aDescription based upon print version of record.
311   $a3-531-19439-9 
320   $aIncludes bibliographical references.
327   $aThe Institutional and Historical Context -- Curriculum Analysis: Theory, Criteria and Findings -- Teacher Interview -- Analysis of the Overall Results and Conclusions.
330   $aThe school-to-work transition has been an important topic in the fields of education and sociology research in the past few years. Pre-vocational education, which takes place during lower-secondary school and aims to facilitate the school-to-work transition, is of critical significance in introducing the participants to the world of work and/or in preparing them for entry into further vocational education programs. With a strong comparative nature, Jun Li presents this systematic investigation of the pre-vocational education in Germany and China and analyzes their curricula of pre-vocational education. By combining the methods of content analysis and teacher interview, the author offers an in-depth perspective into the realms of pre-vocational education and reveals the divergences between the prescribed curriculum and the enacted curriculum. The findings also relate closely to an intensively discussed issue in the sociology of education in the past few years, namely the issue of knowledge and its status, function and forms in the school education today.   With a strong comparative nature, Jun Li presents this systematic investigation of the pre-vocational education in Germany and China and analyzes their curricula of pre-vocational education. By combining the methods of content analysis and teacher interview, the author offers an in-depth perspective into the realms of pre-vocational education and reveals the divergences between the prescribed curriculum and the enacted curriculum. The findings also relate closely to an intensively discussed issue in the sociology of education in the past few years, namely the issue of knowledge and its status, function and forms in the school education today.  .
606   $aSocial sciences
606   $aSocial Sciences, general$3https://scigraph.springernature.com/ontologies/product-market-codes/X00000
615  0$aSocial sciences.
615 14$aSocial Sciences, general.
676   $a370.943
676   $a370.94309
700   $aLi$b Jun$4aut$4http://id.loc.gov/vocabulary/relators/aut$0925356
906   $aBOOK
912   $a9910438334003321
996   $aPre-vocational Education in Germany and China$92539773
997   $aUNINA